Research on the development of the method for the guidance of homemaking in the education of overseas and returned children

本研究以日本一所学校为研究对象，采用问卷调查法.我在2000年7月和2001年7月访问了三所位于台湾的日本学校。我在2000年9月和2001年3月访问了位于马来西亚的四所日本学校。每个学校都有自己的特色。在课堂教学中，教授文化理解或地方理解。家庭生活和意见，家政进行了调查，在17个补习学校从2001年5月至6月。幼儿对家政课程的认知程度较低.本研究于2002年2月至12月对26所学校的返乡儿童和正常儿童的家庭生活和对家政的看法进行了调查。各校特色明显.调查了对归国儿童进行家政教育的家政教师的家政教育现状，有一半的家政教师在教学时是有意识的。他们认为，无论是关注程度还是对家庭的理解，都没有改变正常儿童。我调查了2002年11月至2003年2月的67所日本学校的家政课程的教育环境。家政教师有自己的专业和减少课时的问题。此外，他们还根据当地的生活方式设计了家政课程的教材。根据收集的数据，正在建立一个一年教学计划数据库，从多个方面观察海外和归国儿童的教育情况。清楚地展示了家政老师如何在家政学习中体现海外生活经历和文化理解。

This research was performed by two methods, the survey of a Japanese school and questionnaire investigation.1. I visited three Japanese schools situated in Taiwan in July 2000 and 2001. I visited four Japanese schools situated in Malaysia in September 2000 and March 2001. Each school had its own characteristics. Instruction of cultural understanding or local understanding was given in the lessons.2. Home life and views on homemaking were investigated in 17 supplementary tuition schools from May to June 2001. The children's awareness of the homemaking course was low.3. Home life and views on homemaking were investigated for the returned children and the normal children of 26 schools in February to December 2002. The special characteristics of each school became clear.4. The present condition of homemaking instruction provide to the homemaking teachers who teach the returned children was also investigated Half of the teachers were conscious when teaching. They recognized that neither the degree of concern nor comprehension of homemaking was changed from the normal children.5. I investigated the educational environment of the homemaking course of 67 Japanese schools from November 2002 to February 2003. The homemaking teacher had problems of their own specialty and in the reduction of school hours. Moreover, they devised teaching materials for the homemaking course based on the local lifestyle. A database for-a-year instruction plan is under construction on the basis of the collected data.The education of overseas and returned children was observed from many sides. It was shown clearly how the homemaking teacher could reflect overseas life experience and cultural understanding in homemaking study.